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1、一 寸 光 阴 不 可 轻Book1 Unit 4 Welcome to our party! 莆田职业技术学校 徐宁Unit 4 Welcome to our party! （第一课时 教学设计）一、学情分析 本教案的授课对象为高一年级电子商务专业学生。该班共有50名学生，其中女生42名，男生8名。该班学生学习习惯较好，班级的学习氛围浓厚。但是由于专业要求和英语的联系不密切，学生对于英语课程并不特别重视，存在以下问题：掌握的词汇量和句型结构少、听力和口语表达能力弱、害羞、课堂参与积极性不强、学习动机不强。针对以上问题，本教案强调集体配合和合作互助的精神，并通过多种途径激发学生的学习兴趣和参与
2、热情。形象化的图片教学和有适当紧张度的游戏和表演，不仅能吸引学生的注意力，而且能强化教学效果。同时教师在课堂上不断提供适时的语言帮助和鼓励，扫除学生在学习过程中碰到的障碍，有助于克服学生的畏缩心理，使他们积极主动地配合教学活动，真正成为课堂活动的主体。二、教材分析1教学内容本课时系教材英语1（基础模块 高教版）第四单元的第一课时，包括Lead-in & Listening and speaking中的Dialogue A两部分，具体内容为：关于天气和参加聚会人物身份的词汇；主人迎接客人、客人恰当回应的对话；在聚会上谈论天气等话题的对话。这些内容为整个单元的学习活动做语言和知识的准备，也为学生学
3、以致用的语言表达活动提供了语言铺垫。 2教学重点、难点教学重点学生在较为真实的聚会情景中迎接客人及恰当回应，并交流天气等话题。教学难点学生了解并运用两项听力策略Inferring and note-taking；学生找出适合聚会中交流的有趣话题。三、教学目标1. 知识目标学生能掌握部分关于天气和参加聚会人物身份的词汇，如party，weather， season，pleasant，snowy，rainy，windy，sunny，cloudy，foggy，host，guest。学生能掌握迎接客人及恰当回应、在聚会上谈论天气等话题的句型，如：Welcome to our party!This wa
4、y，please.Whats the weather like in your hometown?Its .2. 能力目标学生能在真实聚会情景中迎接客人并恰当回应。学生能运用所学语言在恰当场合谈论天气。3. 情感目标引起学生对party planner工作的兴趣，并促使他们思考和规划未来可能从事工作。四、教学步骤Step One Lead-in (4 min)1. What a wonderful birthday party! (2 min)Teacher shows a picture of a birthday party on the screen, then asks, “ What
5、s it?”“What can you see on the picture?”“Who are they?”“ Which season might it be? How do you know?”（设计意图:用图片导入本课话题，有助于教师从一开始就抓住学生的兴趣。在教师的几个提问中，完成了部分天气词汇的复习和新词host, guest的教学。）2. You can always find time to hold a party! (2 min)Teacher says, “ In fact, birthday is not the only case that we can hold a
6、 party. There is Christmas party, garden party, welcome party, and even hen party and stag party. As party is so popular in modern society, there is even a new job called party planner. It must be very interesting.”During the explanation, teacher shows the pictures about the above kinds of parties o
7、n the screen, with the English expression of each item beside each picture: Christmas party, garden party, welcome party, hen party, stag party, party planner. （设计意图:该步骤有助于运用新鲜的内容，使学生继续保持对本课话题的兴趣。如果学生对屏幕上呈现的词汇不够熟悉，教师可以解释并领读三遍或更多的次数。） Step Two Vocabulary teaching (10 min)1. Which is the hot season fo
8、r birthday party? (1 min)Teacher says, “I want to make a survey about the hot season for birthday party in our class. How many students were born in spring, summer, autumn or winter? Hands up, please, and Alex, please help me to count the numbers.”Students are involved in it. Teacher collects the nu
9、mbers and writes them down on the blackboard. （设计意图:该步骤有助于学生通过举手的方式集中注意力，参与课堂活动。教师可以邀请未认真听讲的学生帮助他统计数字作为提醒。）2. Whats the weather usually like on your birthday? （6 min）Teacher says, “We were born in different seasons. But usually we all hold parties on our birthdays. Whats the weather usually like on
10、your birthday? Please find possible weather in the following form (Activity 17, Page 60), then tell me your answers.Students circle the words about weather individually, then Teacher asks ten or more students to answer the question. All words should be found according to students answers.Teacher wri
11、tes down the key words and sentence patterns on the blackboard as a reminder.（设计意图:在字母表格中寻找单词的方式能集中学生的注意力，加深学生对天气词汇的印象。大量的问答活动有助于学生掌握该关键句型的用法。）3. Game: Have you got a good memory? (3 min) Teacher designs a game with the help of PowerPoint like this: Teacher shows some words about weather with relate
12、d pictures on the screen for only three seconds. Then students tell out what the words are. The number of the words on the screen is different each time, from 4 to 10. The class is divided into four groups, and there is a competition among them. Each group will be given 10 scores at first, then a ri
13、ght answer brings one more score, and a wrong answer will make them lose one score. The student who hands up first answers the question for his groups.（设计意图:该步骤的游戏有助于扫除学生在听力活动中的障碍。因为词汇和图片记忆的时间只有三秒钟，学生不得不聚精会神地投入其中，各组之间的竞赛将使活动更加刺激。）Step Three Listening ( Activity 1, 2, 3) (10 min)1. Activity 1. Listen
14、 and match. (2 min) Students listen to the tape and finish the activity individually. If they cannot catch the answer in the first listening, repeat the dialogues again. （设计意图:由于有Lead-in和Vocabulary teaching的铺垫，Activity 1非常简单，学生在完成过程中不会碰到什么困难。）2. Activity 2. Listen and match. (3 min)Teacher says: “Wh
15、ere do Mr Smith, Wang Yang and Mr Lee come from? Please guess it and match the items according to your inferring. Then listen to the tape carefully, after which, you check the answers with your partner.”Students finish the activity according to the teachers instruction, and then teacher offers feedback. If they cannot catch the answers in the first listening, repeat the dialogues again. (设计意图:该步骤以inferring的听力策略，增加了活动的趣味性和针对性。学生将更加专注于听力材料，以证明其推理能力。)3. Activity 3. Listen and complete. (5 min)Teacher says: “Sometimes we can take notes to help us get a full understanding about the listening
